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teacher education

Measuring Quality in Teacher Education Programmes

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SKU: ioeps-7-2

Quality has always been a major concern in higher education; in fact some accrediting agencies date back to the 1800s (Rhoades and Sporn 2002). Since the mid-1980s, issues of quality assurance have been raised in various coun­tries and international fora with increasing rapidity. Today there is an on­going international conversation about the quality of higher education and quality assurance in tertiary education worldwide.

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Introduction

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SKU: ioeps-7-1

The imperatives for the establishment of quality assurance mechanisms, and the need to create a culture of quality within higher education have been well established in the various debates on quality which have intensified since the 1980s.

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A Rationale for the Critical Reorientation of Jamaican Teacher Education

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SKU: ioeps-2-2

In this paper I advocate a critical reorientation of the way we think about the practice of teacher education in Jamaica. I suggest this as a strategy for challenging the resilience of traditional, teacher-centred pedagogy in our schools. To make my case I share the findings of a study that used the theoretical discourse of critical pedagogy as a conceptual framework to examine teaching practices in a Jamaican teachers college.

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How to Effectively Integrate Technology into Teacher Education

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SKU: ioeps-1-8

It is evident that individual lecturers have to use technology in delivering course materials in the teachers colleges. However, to effectively integrate "technology" into teacher education, lecturers must consider several major issues, such as justification, and long and short-term plans, as well as purchasing safety, and equipment accommodation. This paper presents several issues to be considered in the process of integrating technology into the curriculum of the teachers colleges. Attempts are also made to alleviate fears associated with using technology in the classroom

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Nurturing Collaboration and Innovation in a TVET Teacher Education Programme

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SKU: cje-31-1-6

Different contextual situations make it necessary for teachers to be innovative in the delivery process in order to achieve their objectives. These contexts may include the absence of resources in the classrooms; students with different learning styles; oversized classes; administrative demands on the teacher that are beyond his or her core functions; new technologies and the challenge of learning to use them to enhance learning in the classroom.

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Retrospective of Teacher Education in the Caribbean Journal of Education

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SKU: cje-32-1-5

In spite of seeming global indecision regarding the significance of teacher education, the Caribbean Journal of Education (CJE) has provided space for academics to research, discuss and theorize the education of teachers for the last 35 years.

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Revisiting the Practical Teaching Component of the Teacher Education Programmes in the Eastern Caribbean

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SKU: JEDIC-8-12-4

The evidence seems to suggest that (i) little attention has been paid to re-structuring the practical-teaching component in the Eastern Caribbean programmes over the past forty years; (ii) the duration of the exercise is apparently being reduced rather than being increased in line with current trends; and (iii) neither the notion of the co-operating teacher nor of a more developmental role for the University of the West Indies seems to be formally integrated into the practical teaching exercise.

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Stories that Transform Teachers: The Use of Fiction in Teacher Education Programmes

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SKU: cje-36-1-2-5

Through the ages, storytellers have known that well-told ‘complicated stories’ are, first and foremost, a source of entertainment for people of all ages. However, research suggests that, even as we are entertained by fiction, we benefit from listening to or reading fiction in other ways as well. Fiction illuminates ‘imagined-worlds,’ and socially constructed perspectives of identity and culture as it guides readers into critiquing portrayals of self and others, minimizing the caricaturing of the ‘Other’ (Clifford & Kalyanpur, 2011).

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Is the Jury Still Out? Team Leaders' Opinions of External Assessment Practices in Teacher Education Institutions in Jamaica

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SKU: cje-27-1-3

The external assessment of Year Three Practicum is an important component of the assessment process to certify teachers completing the teacher education programme in Jamaica. Students are required to complete nine credit hours* (16 weeks) of practicum, distributed over the three years of intramural study at the teacher education institution. The period of practice in the first and second years is assessed internally, with the third year externally examined (Joint Board of Teacher Education 2003).

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Reflections on Teacher Education Today

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SKU: cje-33-2-8

Since the 20th celebration of the Earth Summit, which was held in Rio de Janeiro in 1992, many journals, disciplines, and people are reflecting on the progress towards sustainable development in the last two decades. Although there has been progress on many fronts, the threats to global sustainability are large and growing.

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